School

resource

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Table
of
Contents
purpose of this toolkit......3
global day of dignity......4
bringing it home: YEG Dignity5
course plan......6
artists and speakers in Edmonton......10
campaign submission guidelines13
stories of dignity14
YEG Dignity Day information for your class.. 15
additional activities......17

Purpose of
this toolkit
This teaching tool has been produced to give
Edmonton teachers, volunteers and youth program
leaders a brief introduction to Global Dignity Day and
its connection to the YEG Dignity Campaign and End
Poverty Edmonton.
This toolkit is adaptable for any age group.
Additional activities are provided which can be
tailored to specific age groups.
The tool is intended to provide a guide for integrating
activities into your class while contributing to the
YEG Dignity Campaign and challenging students to
think about what dignity means at a local level and in
their lives. Artwork outcomes can then be
contributed to a larger YEG Dignity Creative Contest.

Global Dignity Day

Content of this section adapted from http://www.globaldignity.org/global-dignity-day/

Global Dignity Day is an international day for dignity, observed around the
world on the third Wednesday of October each year. Dignity Day events are
held at schools and feature exercises and discussions about dignity, where
the students define what dignity means for them and tell stories about
dignity from their own experience.
Global Dignity Day focuses on five dignity principles:
1. Every human being has the right to lead a dignified life.
2. A dignified life means having the opportunity to fulfill ones potential,
which requires an adequate level of health care, education, income and
security.
3. Dignity means having the freedom to make the decisions governing ones
own life, and to have this right respected by others.
4. Dignity should be the basic guiding principle for all actions.
5. Ultimately, our own dignity is interdependent with the dignity of others.
During the student sessions, participants tell their own dignity stories so that
they can make values relevant to their everyday lives. Dignity stories are a
way of making values relevant.
Participants share their own dignity stories to help shape their understanding
for our common humanity.
Dignity works for everyone. For children, youth and adults alike. It works in
our everyday life and as a universal principle. Dignity unites us.

Bringing it home:

YEG Dignity
As part of the End Poverty Edmonton strategy and movement, in 2015 the John
Humphrey Centre for Peace and Human Rights initiated the YEG Dignity
Campaign as an eort to break the stigmatization of poverty. This Campaign is a
grassroots eort to engage Edmontonians in a dialogue and reflection on dignity
and poverty, challenging existing stereotypes and fostering a community
commitment to end poverty.
In 2015, the Centre facilitated four pop up live mural paintings in public spaces
throughout the city in partnership with local artists AJA Louden and Aaron
Paquette. Four of these murals have recently been installed on the side of the
Nina Haggerty Arts Building. Find out more about the campaign here: https://
www.youtube.com/watch?v=LLayeGH5zh0
On the Global Day of Dignity, a fifth mural was created at City Centre Mall
engaging participants in expressing their thoughts and ideas about dignity in
Edmonton. In partnership with the Self Advocacy Federation and the Gateway
Association, volunteers spanned city centre to talk to people and engage them in
discussion about dignity and poverty.
In 2016, our goal is to engage students and residents throughout Edmonton to
submit their stories or visual expressions of dignity. These stories and expressions
will contribute to the development of YEG Dignitys first annual community
magazine (zine) that challenges our narratives around dignity.
YEG Dignity 2016 spans from September 21 - October 12, launching with the
International Day of Peace, spanning throughout YEG Peace Festival and ending
on October 12th, the Global Day of Dignity.
The YEG Dignity Campaign is more than just an event, it is a sustained
engagement in the city to challenge people and will produce outcomes (this year
a zine, mural and buttons) which will live beyond the campaign and stimulate
discourse on human rights.
YEG Dignity supports End Poverty Edmonton in achieving goals two and five of
the Road Map to change the conversation, build a movement to end poverty and
work towards Justice for All.

COURSE PLAN
Note this course has been adapted from the Global Dignity Campaign toolkit: http://
globaldignity.net/wp-content/uploads/2015/07/Teaching-Tools.pdf

This toolkit provides teachers, youth program leaders and volunteer

facilitators a simple plan to facilitate with the Global Dignity and YEG
Dignity Campaigns. This plan can be adapted for all age groups.
The aim of this course is:
Students will learn about the importance of dignity in their own lives
and the lives of others.
Students will learn to express in their own way what dignity means for
them and their lives.
Students will learn about how their own dignity is mutually dependent
on the dignity of others.
Students will name something they are for and what they want to do
during the course of the next year to strengthen the dignity of others.
Written or artistic works created in this course can be submitted to the YEG
Dignity Campaign. A selection of works will be selected and profiled in a
community magazine. On October 12th, at City Hall from four - eight pm, the
community will come together to create this magazine. This event will also
feature local artists in the live painting of a mural and an open mic. All are
welcome.
The course consists of three main parts which should take place over two
classes. While you can try to fit into one, it will be more impactful and
beneficial to span two. An artist can be invited into the second class to
provide more reflection and narrative on dignity and how art can be used to
promote dignity. We have provided a list of speakers and artists at the end of
this toolkit.
We have also included additional activities from the John Humphrey Centres
Rights in Play Education curriculum that you can use to promote dialogue
and reflection.

Class One
Introduction (5-10 minutes)
The teacher opens the lesson and shows video https://www.youtube.com/
watch?v=Ftl1fhFnYu0
Points to Discuss:
What Dignity Day is
Provide background to YEG Dignity
Talk about concepts of dignity
Dignity comes from human worth and is intrinsic to all people.
We can all enhance our own dignity and that of other people through our
choices and actions.
In our society, we need more reflection and discussion about dignity, as
well as greater action.
Introduce the five Dignity Principles on the previous page.
It is a good idea to have the five Dignity Principles hanging up in the
classroom.

Dignity Story (10-15 minutes)

A community member tells their dignity story. This is meant to strike the
right chords in terms of the concept of dignity and how it connects locally in
Edmonton around poverty. It will also give students associations and
inspiration for the later discussions.
Questions for Speakers:
How would you define dignity?
How is dignity connected to poverty?
What is a story you can share that articulates a time when you felt
dignity?

Discussion (10-15 minutes)

Ask students to define dignity in their own words. Let them discuss the term
in groups of four for five minutes before continuing the discussion with the
whole class.
On the board, write the word dignity in the centre of the board with a circle
around it. Write the ideas that the students share around this.
Discussion points and questions:
Which of the Dignity Principles apply to the specific ideas that have
emerged?
Explore some of the most complicated ideas more deeply, so that all students
share the same understanding of them (respect, status, honour).
Can our actions enhance the dignity of others? Make it clear how our own
dignity is mutually dependent on the dignity of others.

Class Two
Students tell each other stories of dignity. (10-15 minutes)
Ask the students to tell stories about dignity from their own experience and
to give examples of incidents where someone was helped and their dignity
strengthened. A dignity story can be big (my father saved someone from
drowning) or small (I helped an elderly woman with her suitcase up on the
bus).
Encourage the small stories. Emphasize that small stories are just as
important as the big ones because the world is made up of all the small
things. That is how we move the world forward.
Let the students discuss this for ten minutes in groups of four. Then allow
those students who want to do so share their story with the rest of the class.

As the teacher, go around the room and listen to the stories being told. A
tolerant atmosphere is essential. It takes courage to talk about personal
experiences and it is important to provide encouragement and support.
The goal of the Dignity Day activities are to create an atmosphere of sharing
so students might open up and talk about something that is dicult for
them. The school will need to be prepared so that the student is well taken
care of.

Students reflect on dignity through creative works (25-35

minutes)
Introduce artist to the class and have the artist share how art can promote
dignity.
Also review the submission guidelines for the YEG Dignity Campaign.
Speaker Questions:
How can art be used as a tool to promote dignity?
What does dignity mean to you?
How does dignity connect to poverty?
Have students create an artistic reflection on dignity, keeping in mind what
Edmontonians can do over the course of the next year to increase dignity for
those that experience poverty.
Once the students complete their piece, ask those that wish to submit their
piece to the YEG Dignity Campaign to hand them in. The submission
guidelines are included below.
Note: Global Dignity Campaign has a video that may give you some ideas
about the lesson. Please view here a 16 minute lesson prep: https://
www.youtube.com/watch?time_continue=946&v=jCXZoaCWJxI. While this
approach has been modified for Edmonton, it still gives you a step by step on
the brainstorming activities.

Share your Experience with us!

If you used this resource in your class with young people, please share your
experience with us as we mean to improve this resource in the future. Send
us an email to info@jhcentre.org and let us know the following:
- What were the main conversations students had around dignity? The most
relevant examples?
- Was the material easy to use and relevant?

Artists and Speakers in Edmonton

Below we are providing a list of artists and speakers in Edmonton that are
willing to help come into your classroom to enhance the discussion and
sharing on dignity, particularly in relation to poverty.
We ask that you consider providing an honoraria for individuals coming into
share their story with the students. Suggested honoraria is $50.
To receive contact information for these speakers, please email
info@jhcentre.org or call 780 453 2638.

Speakers
Vicki Moses: Vicki Heather-Lynn Moses is a young leader who brings
important insight into dignity, participation and poverty through her own
life experiences. She uses her story-telling to help people gain perspective on
poverty and human rights issues. Vicki is a writer and public speaker who
touches on everything from the impacts of drug and alcohol on her life, to
suicide and violence faced by Indigenous women.
Solon Hiro Birch: Solon Hiro Birch (aka Brandon Gladue) is a young visual
artist and filmmaker who is an intergenerational survivor and has experience
with the struggles of homelessness. Also can serve as a guest artist.
Albert Favel: aka FAVES is a hip-hop artist, who has had experiences with
homelessness & poverty. He is a public speaker who talks on his experiences
& how overcoming them was a challenge but has given him the knowledge
to speak on these events in a dierent manor. He has done a song on my
experiences called Street Noize with Tzadeka another local artist in
Edmonton. Also can serve as a guest artist.
Yves Ducoing: Yves is a foreign worker who have lived 8 years in Canada. He
has experienced the struggles of being unemployed till the point when last
year he had to live three months in his car to save money to be able to rent a
place. He decided to donate during that period of time part of that money to
an organization that is called The Shoes that Growth. The organization
manufactures shoes that are adapted to kids feet while they grow and live in
extreme poor world locations. Yves is originally from Mexico, a photographer
and brings a strong energy and spirit to volunteering as well with the John
Humphrey Centre. Also can serve as a guest artist.

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Artists
Sebastian Barrera: Sebastian is the founder of CREART in Edmonton and
active in the social justice community. He has been homeless, lived in a
number of dierent countries, cultures and realities. He currently works with
youth who leave on the streets of Edmonton.
Carla Rae Taylor was born in St. Albert AB and raised in Yellowknife NT. She
is of both Dene and Irish/French heritage. Stories and legends from Dene
culture and from around the world have also influenced and woven their
way into her work. Carlas early artistic journey led to a more formal art
education, beginning in 2003 at the Enowkin Centre in Penticton BC. There
she started with Foundations in Aboriginal Art and Creative Writing, then
went on to complete a Bachelors of Fine Art (BFA) at the University of
Victoria. After finishing the BFA, she went on to complete a certificate of
Graphic Design from the Pacific Design Academy in Victoria BC. After 10
years of living in BC and revelling in the wonders of its natural beauty, she
moved to Edmonton where she has spent the past 5 years working for
iHuman Youth Society as their Art Coordinator, guiding inner city youth
through their self discovery and healing through Art. Time spent with inner
city youth has influenced her art in many new ways.
Katanya Stephanie Timinsky: Katanya is a local artist in Edmonton looking
to share and inspire young adults to express themselves creatively. She
enjoys using pencil, pen, acrylic and water colour.
Brooke Erin Rille: Brooke is a multi-disciplinary artist who constantly
explores new mediums. She is most familiar with painting (oil, acrylic,
watercolour), sculpting (clay, wire) and drawing (charcoal, pastels, chalk)
and loves the experience of sharing her knowledge with others. She has
practiced public speaking and is passionate about any and all creative topics.
She believes art has many ways to weave into the topic of dignity and would
be amazing to be a part of sharing that to a younger audience.
Andrew Jackson Obol: Ugandan illustrator Obol Andrew Jackson is the
Artist In Residence 2014 at Happy Habor comics in Edmonton, Alberta where
he does what he loves, comics. His fluid yet expressive lines give his art a
style ideal for storytelling. Andrew is co-founder and art facilitator in the
youth group Artivists 4 life Uganda. The group uses art, dance and drama to
sensitize communities about health and social issues with a vision of
creating for a better world. To add to Andrew's repertoire, he does
interactive live paintings and community murals.

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Chevi Rabbitt: is founder and organizer of Moving from Hate to Hope A

Rally for Diversity I realized I had been living in a bubble and my bubble
had just been popped. Chevi grew up with supportive family and friends.
Being gay was never an issue. I came out at a young age and I never felt
ashamed of my sexuality. But a bold day time attack, an attack based on
discrimination, left Chevi suering from Post Traumatic Stress Disorder
(PTSD) and major anxiety. It could have happened to anyone but it
happened to me. Chevi will share with you his story, the challenges, and
how he fought back with from Hate to Hope. Chevi Rabbit is a Faculty
Member for the Makeup Artist Certificate Course at the A person of
European and Aboriginal (Plains Cree Native) descent, Chevi is also a
prominent member of the LGBTQ community. From Hate to Hope aims to
combat homophobia and discrimination and has attracted many prominent
politicians and community leaders. In April, 2014 Chevi was the recipient of
the 2014 Justice Minister's Award for Hate Crime Awareness.
Troy Taylor aka Ambiguous is a wear his heart on his sleeve artist with a
conscious-street minded flow. Rhyming about anything from staying positive
to young male sexual abuse, Ambiguous is no stranger to the high risk
lifestyle. As a young child Ambiguous was taken from his family by family
services numerous times and bare witness to abuse and addiction throughout
his life. Failing in high school and dropping out he experimented with an
addiction focused life. As an example of someone who shouldnt have made
it, he went on to release 3 albums working with some of Canadas most
famous people. He also won a silver medal in Olympic Style Tae Kwon do and
has been working with people with special needs for 15 years.
Anton Iorga is a Roma PhD student & teacher at the University of Alberta
currently working on Diasporic Activist Indigenous Poetry. He is also a
professional translator/editor who has co-translated two Canadian bestsellers
and is currently translating three more. As well, Anton has been an activist
non-profit hip-hop artist for over 20 years, and has released over 50 albums
since, all of which are freely available at www.Revolt-Motion.com. Finally, he
founded and manages a worldwide collective of artistic safespaces for
marginalized people, Mutant Akademy, which consists of holistic, artistic/
educational facilities for all the forgotten youths of this planet.

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Submission Guidelines
Global Day of Dignity Creative Contest
This year the John Humphrey Centre for Peace and Human Rights is inviting
YOU to submit artistic or written representations and stories of dignity and
participation that will be compiled in a community zine at a public event on
October 12, 2016 from noon - four pm at City Hall.
KEY QUESTIONS TO GUIDE SUBMISSION:
What does dignity look like for you?
What can Edmontonians do to promote dignity for those living in poverty?
Written Submissions: This can be an original essay, poem, reflection or short
story (200 words max. PDF format.)
Visual Art Submissions: This can be an original photograph, or scanned piece of
original art (JPG or PNG format. 1 MB or bigger).
Who can participate?
Everyone. There is no age limit for participants. However, if the artist is not of
legal age, the parent or guardian also must sign at the bottom of the submission
form.
How do I enter the contest?
Submit to maigan@jhcentre.org by 4 pm on October 7th, 2016. *(Include your
age, name and title of your submission).
What do I get if I win?
The top two (2) chosen artists (one from each category; written and visual art)
will each receive $100 in exchange for their creative submission. They will also
be asked to participate in Global Dignity Day events at City Hall.
The Top 25 submissions will be included in the community zine project and each
successful applicant will receive a copy of the zine and public recognition for
their submission. In addition, JHC retains the right for all successful submissions
to be used in Dignity Day promotional materials used by the JHC for future
events in which images of the pieces of art may appear. Artists names will be
recognized and respected.

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Stories of Dignity
adapted from http://globaldignity.net/wp-content/uploads/2015/07/Teaching-Tools.pdf

Stories of dignity play a key role in Dignity Day. First of all, they make the
discussion about dignity much more tangible and concrete, rather than an
abstract, academic debate. Secondly, they are examples to be copied and
which provide inspiration. The fact that the stories are often so personal
makes the discussion much more engaging and interesting for the students.
A story of dignity relates an experience or incident that shows how dignity
can be a guiding principle for our actions. Stories of dignity may refer to
incidents where others have boosted their own dignity or to incidents where
you have boosted the dignity of others. The aim is to show that the concept
of dignity is relevant to us every day; through dignity we can aect our own
and others behaviour. Towards ourselves and towards others.
Example Stories of Dignity
To illustrate what is meant by a story of dignity, a few examples of written
stories by students are provided below. Several YouTube videos of young
people telling their stories of dignity are available at www.globaldignity.org.
These stories might provide inspiration for you when preparing your own
stories of dignity and helping the students with theirs.
Below is an example of a story from the Global Dignity resources:
My cousin - and a good friend - is bound to a wheelchair. Unfortunately
his school wasnt designed to accommodate wheelchair users, so he couldnt
access the school canteen upstairs. He had to sit and eat lunch in the
classroom all alone, and could not participate in the social area of the
canteen. He made it seem like he preferred to eat in the classroom. He
thought it was humiliating and embarrassing to tell his friends that he
couldnt get to the canteen to eat together with them, so he said that he
linked to do his homework during the breaks so he didnt have to do it later.
...thankfully, his friendship with his classmates was not based on pity. After
a while, they understood that he didnt eat in the canteen because he simply
could not access it, not because he preferred to eat in the classroom like he
said he did. So they sat and ate in the classroom with him. Not because they
felt sorry for him or because they wanted to do the right thing, but because
they really wanted to be together with him - and he with them.

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global dignity day

Dignity: is about being treated (or treating others) with honour respect and
recognizing our common humanity.
Participation: is the foundation of democracy and citizenship. It allows us to
influence the decisions that aect our lives and teaches us that our voice has value.

City Hall @ 4-8 pm, October 12, 2016.

This year the John Humphrey Centre for Peace and Human Rights and End
Poverty Edmonton invite YOU to share what dignity and participation mean
to you and to explore with us the connection of these two ideas to
overcoming poverty in our city.
Hear local perspectives and performances focusing on dignity. Contribute to
a public zine and mural that will explore themes related to dignity,
participation and the importance of human rights in our community. Be part
of a live community mural painting with City of Edmonton Artist in
Residence Dawn Marie Marchand.
EVENT WILL INCLUDE PERFORMANCES AND
PRESENTATIONS BY:

Tzadeka
Self Advocacy Federation
Vicki Moses
Young Medicine
End Poverty Edmonton
John Humphrey Centre for Peace and Human Rights
There will also be an open mic for the sharing of dignity stories.

Biographies:
Young Medicine are First Nations Artists that perform & promote Contemporary and
Traditional Forms of Music, Dance and Art while sending a positive message. Young
Medicine are Multi-award winners. They have been awarded Best Blues Album 2014 at
the Aboriginal Peoples Choice Music Awards & World Championship of Performing Arts:
Gold, Silver & Bronze Medalists. Young Medicine have been invited to many
communities throughout the world such as: Canada, United States, Peru, Africa and
China. Recently they travelled to New York City to perform and attend the United
Nations Commission on Status of Women, to perform their new song, We Miss You, U
live o their new album written for murdered and missing Indigenous women.
The artists Curt Young & Jamie Medicine Crane, sing, plays guitar, cedar flute,
harmonica, hand drum and rattle. They use contemporary and Traditional styles of
Native fancy dancing to share stories and inspirational messages throughout the
performance. Curt comes from the Salteaux-Cree from Gordons and Cowessess First
Nations in Saskatchewan. Jamie is Blackfoot from Kainai & Piikani Nations in Alberta.
Tzadeka is an Edmonton based female MC who has established herself as first class
artist who is fearless and ferocious on the mic speaking passionately to social justice
issues. Performing with Hip hop collective Eshod ibn Wyza until 2006, she has now
taken her project solo; collaborating with producer Mark Czuba (Madame Wang), of
Little Whore Records, to produce a distinct musical fusion, served over freshly sliced
beats .
Vicki Heather-Lynn Moses is a young leader who brings important insight into dignity,
participation and poverty through her own life experiences. She uses her story-telling to
help people gain perspective on poverty and human rights issues. Vicki is a writer and
public speaker who touches on everything from the impacts of drug and alcohol on her
life, to suicide and violence faced by Indigenous women.
Dawn Marie Marchand, a member of Cold Lake First Nations; is a Cree and Mtis
visual artist and is the City of Edmontons Indigenous Relations Oces (IROs) first
artist in residence. Dawn Marie is a student of the Boreal Forest Institute for the
Indigenous Arts in Fort McMurray and has worked with influential teachers and
mentors such as Alex Janvier, Joanne Cardinal-Schubert, Jane Ash Poitras, Edward
Poitras, Brian Clark and Rebecca Belmore. These mentors greatly influenced her work
and led her to community and youth mentorship in her own arts practice. As an artist,
author, and educator, Marchand has spent many years using her artistic talents to work
with and positively impact at-risk youth and adult artists who experience barriers in
building or growing their practice. Widely known for her collaborative work within the
community, several highlights include large scale temporary public artworks at the
Edmonton Folk Music Festival, City Hall, the Works Arts and Design Festival, and on
the streets during PARK(ing) Day; guest lecturing at the University of Alberta; cofounding Cree8Success, a local conference focused on inspiring Aboriginal students; and
working as an artist mentor and instructor for the Art Mentorship Society of Alberta.

Additional Activities
We are also providing here a group of other activities which you can consider
including in your course plan to deepen your conversation on dignity with
students. Some of these activities may be easier to use for the elementary
level students.
The following additional activities can be found in the John Humphrey
Centres Rights in Play Manual: A Practical Guide for Human Rights
Education. https://www.scribd.com/doc/253521125/Rights-in-Play-A-PracticalGuide-for-Human-Rights-Education
Urban Poor
Ages 10-25
Highlight the reasons for the dierences in status of people in a society as
given by the participants. Provide a definition of who the urban poor people
are. (Page 91)
One-Way, Two Way Communication
Ages: 10+
This activity not only eectively demonstrates the concepts of one-way vs.
two-way communication, but more importantly, it provides an experimental
base for participants to analyze past communication situations encountered
in schools, society and the home. Participants can easily grasp concepts such
as Paulo Freires idea of people as objects (passive receivers with little sense
of ecacy) and subjects (full participants in the communication and social
process resulting in an enhanced sense of competency and ecacy) after
experiencing the two situations. They can begin to see how people can be
rendered powerless through a social process. (Page 107)
Talking Circle
Any Age
A Talking Circle gives participants an opportunity to check in with one
another in terms of how everyone is feeling. It also introduces a cultural
aspect of First Nations culture to those who have not been part of it or have
not seen it. Finally, a Talking Circle provides comfort and openness and
therefore, the opportunity to be genuinely listened to by peers as well as
adults. This activity can also be used as a wrap-up to a session. (Page 111)

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Three Things I Can Do

Ages 6-14
This activity shows children several concrete things that they can do to help
promote human rights. At the end of a session, the participants will feel a
sense of empowerment that they can do something to improve the world
they live in. (Page 130)
Imagining Possible Futures
Ages 14+
Using imagination to free the mind and envisioning possibilities for the
future of the planet. There is no right or wrong answer but this activity
invites students to explore and share ideas. (Page 134)
Power and Privilege: Participation Race
Ages 14+
This game asks participants to examine how we may or may not be
discriminated against and how we might be discriminators ourselves. It also
allows participants to discover how and when they are part of dominant
groups and what privileges this might give them. (Page 232)
Status Olympics
Ages 12-18
In this game, children question the way in which power and status are
divided amongst human beings. (Page 237)
Cultural Perceptions
Ages 12+
This activity can be used as an opening activity, a way to test assumptions,
and to introduce the concept of stereotyping. (Page 248)
The Masking Tape Activity
Ages 13-25
This game provides participants with the opportunity to study their
individual behaviours in a situation where the group members respond to
one another in an unusual fashion. It demonstrates the ways in which the

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participants interaction with others influences their self-concept. The game

also allows for a discussion of how stereotyping can aect the way in which
people see the world and themselves. (Page 251)
Word Game
Ages 7+
This game demonstrates the discrimination and unequal treatment towards
some people who have unseen disadvantages. (Page 261)
People Around Me
Ask participants in a talking circle to think of a good quality in themselves or
ask What are some qualities we admire in people? Then lead a discussion
on the topic.
Do you respect in others the qualities you like about yourself?
Do you respect good qualities in others that you do not have?
Do all human beings deserve respect? Why?
How do you show respect for others?
Next ask children to think of a time when they felt hurt or uncomfortable
because someone did not respect them.
How did disrespect feel?
Why do people sometimes act disrespectfully to others?
What is dignity? Is your dignity hurt when others do not respect you?
What can you do when others do not respect you?
What does it mean if we say that all human beings deserve respect?
Ask for examples of how life in their community could be more peaceful if
people showed greater respect for each other.
Ask children to think of one way they could show respect.

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Check out the City of Edmontons

Strategy and Road Map at the End
Poverty Edmontons website:

www.endpovertyedmonton.ca
@endpovertyyeg

Thank you!
The John Humphrey Centre for Peace and
Human Rights would like to thank the City of
Edmonton and End Poverty Edmonton in
supporting the YEG Dignity Campaign. We
have been honoured to work with the City on
the journey of challenging perceptions of
poverty and look forward to how
Edmontonians can rally together to protect
and support all in our community to belong
and participate.

www.jhcentre.org
@jhcentre